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Summer literacy program shows mixed gains; district reports 36% participation rate in targeted grades
Summary
District staff reported results from a summer literacy enrichment program: 94 students in K–3 and 18 in grades 4–5 participated; 22% avoided summer slide, 38% showed measurable growth and 19% met benchmark proficiency on two monitoring points.
District staff presented results of a summer literacy enrichment program the board heard about during the Aug. 28 meeting, reporting participation, programming details and early impact measures.
The program ran five weeks in July at Tuttle and targeted students who did not demonstrate end‑of‑year grade‑level reading proficiency. Participation included 94 students in kindergarten through third grade and 18 students in grades four and five, representing roughly 36% of the district’s outreach to eligible families. Instructional staff maintained about a 1:15 student‑to‑teacher ratio and included multilingual supports, intervention services and daily movement and nutrition components.
Administration reported monitoring using the district’s DIBELS program and said outcomes across K–5 participants were: 22% sustained or avoided the typical summer regression, 38% demonstrated a pattern of growth that exceeded their end‑of‑year performance and 19% met benchmark proficiency on two progress‑monitoring points. The district said it will track program participants via the Panorama student‑success data platform as they enter the school year to monitor literacy, math fluency and social‑emotional indicators.
Program coordinator Nicole Casella was singled out in the presentation for her role in organizing instruction. During public comment, Mitterbocker of 57 Foot Road described personal experience: “I was lucky enough to have both of my nieces in that program this summer, and I could tell you firsthand the difference…they were able to read to me at the end of the program.”
The administration characterized the program as intentionally designed to reduce opportunity gaps caused by summer learning loss and said the district is evaluating sustainment options, including continued grant applications and internal budgeting. Board members asked for continued monitoring and for district staff to report back with longitudinal results in coming months.
The presentation noted that the program also provided meals and that additional Title III funding supported multilingual learner services across grade levels.
The board did not take a vote on the program itself; follow‑up items include ongoing monitoring and integration into the district’s instructional plans.
